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All Journal ARABIYAT Lisanuna: Jurnal Ilmu Bahasa Arab dan Pembelajarannya Jurnal Pendidikan Islam Wawasan : Jurnal Ilmiah Agama dan Sosial Budaya Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Al Mahara: Jurnal Pendidikan Bahasa Arab ALSINATUNA Hanifiya: Jurnal Studi Agama-Agama Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Kalamuna Muhadasah : Jurnal Pendidikan Bahasa Arab Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Al-Muyassar: Journal of Arabic Education Gunung Djati Conference Series ISLAMICA : Jurnal Ilmu-Ilmu Agama Islam Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Riwayat: Educational Journal of History and Humanities Al Waraqah: Jurnal Pendidikan Bahasa Arab
Dedih Wahyudin, Dedih
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Epistemological Review of the Translation of Tajdid Words in Indonesian: A Contrastive Analysis Study Fauzani, Naufal Syauqi; Wahyudin, Dedih; Nurfalah, Fikri; Rahman, Fathan Tibyan
Hanifiya: Jurnal Studi Agama-Agama Vol. 8 No. 2 (2025): Hanifiya: Jurnal Studi Agama-Agama
Publisher : Program Studi Studi Agama-Agama Pascasarjana UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/hanifiya.v8i2.44882

Abstract

The classification of Islamic movements—such as modernist, neo-modernist, traditionalist, reformist, revivalist, and fundamentalist—cannot be separated from the concept of tajdid as conveyed by the Prophet Muhammad (PBUH). However, the translation of tajdid into Indonesian using equivalent terms often results in semantic bias and detachment from the original epistemological framework of tajdid itself. This study aims to examine the epistemological perspective of translating the term tajdid into the Indonesian language. A qualitative approach was employed using descriptive-analytical methods based on library research. Data were collected through documentation techniques and analyzed using data inventory, classification, and interpretation. The findings reveal that direct translation of tajdid into Indonesian—using terms such as reformation, reformist, revivalist, or fundamentalist—frequently distorts the original epistemological structure embedded in tajdid. Therefore, this study recommends avoiding literal translations and instead suggests the use of transliteration as a more epistemologically appropriate and culturally sensitive alternative.
Exploration of Bilingual Approach Implementation in Arabic Language Teaching during the International Teaching Internship Program in Thailand/Istiksyaf Tathbiq al-Madkhal Tsunaiya al-Lughah fi Ta’lim al-Lughah al-Arabiyah Khilala Barnamaj Mumarasat al-Dauliyah fi Thailand Aulia, Neneng Novita; Paduka, Wanasmah; Wahyudin, Dedih; Ardiansyah, Ade Arip
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.571

Abstract

Teaching Arabic in an international context often faces complex communication challenges, especially in a double-foreign language environment where teachers and students do not share the same mother tongue. This study aims to explore the implementation of a bilingual approach, the integration of interactive digital media, and the application of cooperative methods in Arabic language learning in the International Field Experience Program (PPL) in Thailand. Using a descriptive qualitative approach with a case study method, data were collected through participatory observation, documentation, and interviews. Data analysis was conducted inductively through the stages of data reduction, data presentation, and conclusion drawing according to the Miles and Huberman model. The study's results show that using English as an instructional bridge serves as cognitive scaffolding, minimizing communication barriers. From the students' perspective, this approach provides added value by offering opportunities to master two foreign languages simultaneously, despite the limitations of the English vocabulary. The success of this process is supported by the synergy between interactive media and collaborative methods such as Teams Games Tournament (TGT), which can transform cognitive load into participatory learning activities. This study provides practical contributions to international practitioners in managing multilingual classrooms through adaptive, contextually grounded pedagogical strategies. غالباً ما يواجه تعليم اللغة العربية في السياق الدولي عقبات تواصل معقدة، لا سيما في بيئات "اللغة الأجنبية المزدوجة" (double-foreign language) حيث لا يتشارك المعلم والطلاب لغة أماً واحدة. تهدف هذه الدراسة إلى استكشاف تطبيق المنهج ثنائي اللغة، ودمج الوسائط الرقمية التفاعلية، وتطبيق أساليب التعلم التعاوني في تعليم اللغة العربية ضمن برنامج التدريب الميداني الدولي (PPL) في تايلاند. تعتمد الدراسة على المنهج الكيفي الوصفي مع أسلوب دراسة الحالة، حيث جُمعت البيانات من خلال الملاحظة بالمشاركة، والتوثيق، والمقابلات. كما تم تحليل البيانات استقرائياً عبر مراحل خفض البيانات، وعرضها، واستخلاص النتائج وفق نموذج "مايلز وهوبيرمان". وأظهرت النتائج أن استخدام اللغة الإنجليزية كجسر تعليمي يعمل كـ "سقالات معرفية" (scaffolding cognitive) تساهم في تقليل انقطاع التواصل. ومن وجهة نظر الطلاب، يوفر هذا المنهج قيمة مضافة تتمثل في فرصة إتقان لغتين أجنبيتين في آن واحد، رغم وجود تحديات تتعلق بمحدودية المفردات الإنجليزية المعقدة. وقد تعزز نجاح هذه العملية من خلال التآزر بين الوسائط التفاعلية والأساليب التعاونية مثل "مباريات الألعاب الجماعية" (TGT) التي نجحت في تحويل العبء المعرفي إلى أنشطة تعليمية تشاركية. تقدم هذه الدراسة مساهمة عملية للمتدربين الدوليين في إدارة الفصول الدراسية متعددة اللغات من خلال استراتيجيات تربوية تكيفية وسياقية.
Co-Authors Ade Arip Ardiansyah Akmaliyah Akmaliyah Astri Anisa Atiatulwafiroh , Siti Aulia, Neneng Novita Budiyanto, Cepi Enok Milhah Malihatusolihah Etri Suryanti Fany Farkhatun Nisa Fathian, Fitraman Fauzani, Naufal Syauqi Fauzi, Muhamad Fauzan Fauzi, Safran Fauziyyah, Fathin Fhitri, Rachma Aulia Firman Heryana Fithri, Rachma Auliya Fitrah, Aditya Hafsari , Siti Hannah, Neng Hikmawati, Risma Husna Hamzah, Tina Asmaul Ida Rochmawati, Ida Karim, Agus Kifa Hazefa, Hirni Komara, Wildan Rinanda Lina Marlina Lina Marlina lina marlina, lina M Abdul Hamid Majid, Muhamad Nurkolis Malik Aziz, Arif Melin Yulia Hasanah Misbahul Munir, Hildan Nanang Kosim Nanang Kosim Nisa Fitri Ilmiawati Nurfalah, Fikri Odang, Odang Paduka, Wanasmah Rachma Aulia Fhitri Rachma Auliya Fithri Raden Heris Sofian Rahman, Fathan Tibyan Rifa'i, Ilyas Rizka Qurrota Ayuni Satria Wiwaha, Rizzaldy Siti Sanah Solehah, Mirna Syafitri, Rima Amalia Tengku Riza Zarzani N Yuni Lutfiani Yuni Lutfiani, Yuni Zulli Umri Siregar, Zulli Umri